Concept Development and Transfer in Context‐Based Science Education

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How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “2 For example, research has already shown that when students have the expectation that what they are learning will continue being relevant, they put more effort into becoming sensitive to the specific features of examples that make them suitable for applying relevant generalizations (Gilbert et al.,”
Relating Teacher PCK and Teacher Practice Using Classroom Observation (2017, background): “…around a technological context, namely Bbiotechnology^ (especially production of food, bioethanol, biodiesel) as a central context, that is, all concepts in the lesson material relate to the chosen context, according to the Bneed to know^ principle (Bruning and Michels 2013; Gilbert et al. 2011).”